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    Supporting the mental health of dietetics students: Perspectives from work placement supervisors
    (New Zealand Association for Cooperative Education, 2024-11-29) Soniassy R; Martin AJ; Kruger R
    This study explores workplace supervisors’ perceptions of student mental health during their work-integrated learning (WIL) programme and their role in supporting these students. Research methods involved analyzing online survey (n = 80) results and semi-structured recorded interviews (n = 11) with supervisors from the MSc WIL programme (Nutrition and Dietetics) at Massey University, New Zealand. Supervisors noted student’s mental health being influenced across individual-, relationship- and organizational areas. However, most supervisors (69%) only felt ‘somewhat confident’ or ‘not confident at all’ in recognizing signs of anxiety and depression, and almost all (92%) had no formal mental health training. Supervisors supported student mental health during WIL by creating a sense of belonging for students within the workplace, using appropriate supervisory styles which align with mentoring and coaching techniques, and adopting culturally responsive supervision. Potential strategies identified to support workplace supervisors in their role were mental health first aid and resilience training.
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    The use of personal experience as a strategy for critical reading and writing
    (Queensland University of Technology, 19/07/2018) Kahu E; Gerrard H
    Increasingly it is recognised that universities are preparing students for an uncertain future. Accordingly, key graduate attributes of Massey University’s redeveloped Bachelor of Arts degree are critical readin g and writing skills and engaged citizenship. The authors teach two large first-year courses in these topics. Student engagement is critical in these courses because the student cohort is diverse, the courses are compulsory, and the topics are developmental. Some of the assessments have been designed to engage students with the use of personal experience as a strategy for critical reading and writin g. While not without its challenges, this approach has proven to be effective: emotionally engagin g students and enabling them to critically reflect on themselves and the world around them through the development of connected skills and dispositions in critical reading and writing.